Faculty reflections on international service-learning
Jessica Arends, Instructor, Pennsylvania State University [jha10@psu.edu]
Keywords: International, faculty, interdisciplinary, critical research
Conference track: Faculty
Format: Poster presentation
Summary
This qualitative critical research study analyzes data from multiple reflection sessions held with a group of interdisciplinary faculty who facilitate transformational learning through international service-learning. Through critical inquiry and discussion sessions, this study accomplishes two goals: (a) gives greater insight into the processes by which faculty members conceptualize international service-learning and (b) serves as an extension of practice by facilitating faculty reflection. Themes salient to participants included: pre-departure orientation for students, institutional challenges, community impacts, assessment and best practices. Findings reveal a need for faculty resources in the form of facilitation training, logistical support and institutional recognition. Also, informal reflective spaces may play a significant role in the sustaining the practice of international service-learning in higher education.
Research questions addressed in this study include the following:
·What are the areas of practice that are of most concern or in need of most support among ISL practitioners?
·How do ISL practitioners describe their course objectives?
·How does collaborative reflection influence their conceptualization of these objectives?
References
Berliner, D. C. (2002). Comment: Educational research: The hardest science of all. Educational Researcher, 31(8), 18.
Billig, S., & Eyler, J. (2003). Deconstructing service-learning: Research exploring context, participation, and impacts. Information Age Publishing.
Bringle, R. G., & Hatcher, J. A. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58(3) 503-516.
Bringle, R. G., Hatcher, J. A., & Jones, S. G. (Eds.). (2011). International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
Butin, D. W. (2007). Justice-learning: Service-learning as justice-oriented education. Equity & Excellence in Education, 40(2), 177–183.
Crabtree, R. D. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service Learning, 15(1), 19.
Erasmus, M. (2011). A South African perspective on North American international service learning. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Jenks (Ed.), Culture: Critical concepts in sociology (pp. 173-196). New York: NY: Routledge.
Giles, D. E., Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1(1), 77–85.
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Boston, MA: Pearson.
Grusky, S. (2000). International service learning: A critical guide from an impassioned advocate. American Behavioral Scientist,43(5), 858-867.
Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10(3), 267-285.
Illich, I. (1990). To hell with good intentions. In Kendall, J. (Ed.), Combining service and learning: A resource book for community and public service (Vol. I, pp. 314–320). Raleigh, NC: National Society for Internships and Experiential Education.
Kiely, R., & Hartman, E. (2011). Qualitative research in service methodology and international service learning: Concepts, characteristics, methods, approaches and best practices. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 5-22.
McTaggart, R. (1997). Participatory action research: International contexts and consequences. Albany, NY: SUNY.
Meisel, J. S. (2008). The ethics of observing: Confronting the harm of experiential learning. Teaching Sociology,36(3), 196-210
Morton, K. (1995). The irony of service: Charity, project and social change in service-learning. Michigan Journal of Community Service Learning, 2(1), 19–32.
Nussbaum, M. (1999). In defense of universal values. Women and Human Development: Fifth Annual Hesberg Lectures on Ethics and Public Policy, Occasional Papers, University of Notre Dame.
Plater, W. (2011). The context for international service learning: An invisible revolution is underway. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research (29-56). Sterling, VA: Stylus.
Prins, E., & Webster, N. (2010). Student identities and the tourist gaze in international service-learning: A university project in Belize. Journal of Higher Education Outreach and Engagement,14(1), 5-32.
Reardon, K. M. (1998). Participatory action research as service learning. New Directions for Teaching and Learning, 1998(73), 57-64. doi:10.1002/tl.7307
Stoecker, R., & Tryon, E. A. (2009). The unheard voices: Community organizations and service learning. Philadelphia, PA: Temple University.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Boston, MA: Harvard University.
To access materials from this session please click on the file link(s) below:
Jessica Arends, Instructor, Pennsylvania State University [jha10@psu.edu]
Keywords: International, faculty, interdisciplinary, critical research
Conference track: Faculty
Format: Poster presentation
Summary
This qualitative critical research study analyzes data from multiple reflection sessions held with a group of interdisciplinary faculty who facilitate transformational learning through international service-learning. Through critical inquiry and discussion sessions, this study accomplishes two goals: (a) gives greater insight into the processes by which faculty members conceptualize international service-learning and (b) serves as an extension of practice by facilitating faculty reflection. Themes salient to participants included: pre-departure orientation for students, institutional challenges, community impacts, assessment and best practices. Findings reveal a need for faculty resources in the form of facilitation training, logistical support and institutional recognition. Also, informal reflective spaces may play a significant role in the sustaining the practice of international service-learning in higher education.
Research questions addressed in this study include the following:
References
Berliner, D. C. (2002). Comment: Educational research: The hardest science of all. Educational Researcher, 31(8), 18.
Billig, S., & Eyler, J. (2003). Deconstructing service-learning: Research exploring context, participation, and impacts. Information Age Publishing.
Bringle, R. G., & Hatcher, J. A. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58(3) 503-516.
Bringle, R. G., Hatcher, J. A., & Jones, S. G. (Eds.). (2011). International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
Butin, D. W. (2007). Justice-learning: Service-learning as justice-oriented education. Equity & Excellence in Education, 40(2), 177–183.
Crabtree, R. D. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service Learning, 15(1), 19.
Erasmus, M. (2011). A South African perspective on North American international service learning. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Jenks (Ed.), Culture: Critical concepts in sociology (pp. 173-196). New York: NY: Routledge.
Giles, D. E., Jr., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1(1), 77–85.
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Boston, MA: Pearson.
Grusky, S. (2000). International service learning: A critical guide from an impassioned advocate. American Behavioral Scientist, 43(5), 858-867.
Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10(3), 267-285.
Illich, I. (1990). To hell with good intentions. In Kendall, J. (Ed.), Combining service and learning: A resource book for community and public service (Vol. I, pp. 314–320). Raleigh, NC: National Society for Internships and Experiential Education.
Kiely, R., & Hartman, E. (2011). Qualitative research in service methodology and international service learning: Concepts, characteristics, methods, approaches and best practices. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 5-22.
McTaggart, R. (1997). Participatory action research: International contexts and consequences. Albany, NY: SUNY.
Meisel, J. S. (2008). The ethics of observing: Confronting the harm of experiential learning. Teaching Sociology, 36(3), 196-210
Morton, K. (1995). The irony of service: Charity, project and social change in service-learning. Michigan Journal of Community Service Learning, 2(1), 19–32.
Nussbaum, M. (1999). In defense of universal values. Women and Human Development: Fifth Annual Hesberg Lectures on Ethics and Public Policy, Occasional Papers, University of Notre Dame.
Plater, W. (2011). The context for international service learning: An invisible revolution is underway. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research (29-56). Sterling, VA: Stylus.
Prins, E., & Webster, N. (2010). Student identities and the tourist gaze in international service-learning: A university project in Belize. Journal of Higher Education Outreach and Engagement, 14(1), 5-32.
Reardon, K. M. (1998). Participatory action research as service learning. New Directions for Teaching and Learning, 1998(73), 57-64. doi:10.1002/tl.7307
Stoecker, R., & Tryon, E. A. (2009). The unheard voices: Community organizations and service learning. Philadelphia, PA: Temple University.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Boston, MA: Harvard University.
To access materials from this session please click on the file link(s) below: